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Non-Monotonic Developmental Trend of Holistic Processing in Visual Expertise: The Case of Chinese Character Recognition
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Tso, Ricky Van-yip; Au, Terry Kit-fong; Hsiao, Janet Hui-wen – Cognitive Research: Principles and Implications, 2022
Holistic processing has been identified as an expertise marker of face and object recognition. By contrast, reduced holistic processing is purportedly an expertise marker in recognising orthographic characters in Chinese. Does holistic processing increase or decrease in expertise development? Is orthographic recognition a domain-specific exception…
Descriptors: Visual Perception, Holistic Approach, Chinese, Recognition (Psychology)
The Role of Phonological Processing in Children from a National-Type Chinese Primary School in Malaysia: Implications for Dyslexia Assessment
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Lee, Lay Wah – Australian Journal of Learning Difficulties, 2021
The Malay language writing system is alphabetic and orthographically transparent. This study aimed to determine whether phonological processing skills predict Malay word-level literacy acquisition in Chinese children from a national-type Chinese primary school in Malaysia. A correlational study among 113 Year 1 Chinese children who are non-native…
Descriptors: Phonology, Screening Tests, At Risk Persons, Dyslexia
Form-First Approach in Foreign Language Word Learning
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Chen, Aleck Shih-wei – Second Language Research, 2021
This article reports a study examining whether foreign language (FL) word learning can be improved with reduction in cognitive load. Cognitive load theory has received substantial supports in various fields of learning but never in FL word learning. Due to the defined poverty in exposure to the FL, hence deprived cognitive pre-requisites for…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Vocabulary Development
The Contributions of Phonology, Orthography, and Morphology in Chinese-English Biliteracy Acquisition
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Wang, Min; Yang, Chen; Cheng, Chenxi – Applied Psycholinguistics, 2009
This study investigated the concurrent contributions of phonology, orthography, and morphology to biliteracy acquisition in 78 Grade 1 Chinese-English bilingual children. Conceptually comparable measures in English and Chinese tapping phonological, orthographic, and morphological awareness were administered. Word reading skill in English and…
Descriptors: Phonology, Morphology (Languages), Reading Skills, Grade 1
Subsyllabic Unit Preference in Young Chinese Children
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Wang, Min; Cheng, Chenxi – Applied Psycholinguistics, 2008
We reported three experiments investigating subsyllabic unit preference in young Chinese children. In Experiment 1, a Chinese sound similarity judgment task was designed in which 48 pair of stimuli varied in terms of shared subsyllabic units (i.e., vowel, body, rime, onset-coda). Grade 1 Chinese-speaking monolingual children judged pairs with…
Descriptors: Speech, Oral Language, Preschool Children, Rhyme
Visual Chunking Skills of Hong Kong Children
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Pak, Ada K. H.; Cheng-lai, Alice; Tso, Ivy F.; Shu, Hua; Li, Wenling; Anderson, Richard C. – Reading and Writing: An Interdisciplinary Journal, 2005
This study investigated the development of visual chunking skills in the processing of Chinese characters among Hong Kong pupils. One-hundred-seventy-nine primary school students from first, second and fourth grades were administered a character copying task. Children as young as 6 years of age were aware of character units and were able to apply…
Descriptors: Foreign Countries, Elementary School Students, Reading Ability, Chinese